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All About Butterflies Middle School All About Butterflies Middle School Life Science TEKS Sixth Grade: 6.12E, 6.12F Seventh Grade: 7.10A, 7.10B, 7.11A, 7.11B, 7.12A, 7.12B, 7.13A Eighth Grade: 8.11A, 8.11B, 8.11C Life Science Vocabulary abiotic, alpine tundra, arctic tundra, bioamplification, biomes, biotic, carnivore, climate, coastal desert, commensalism, DDT, dichotomous key, ecosystem, food chain, grassland, herbivore, mutualism, omnivore, organisms, parasitic, pesticides, savannah, semiarid desert, steppes, sustainability, symbiotic, taiga, temperate forest, terrestrial, tropical forest, vegetation Pre-Show Activity Pre-Show Lesson: Butterflies and Biomes Materials: butterfly cutouts with biome names on them (4 butterflies for each biome), biome resource materials, copies of biome chart Background Information: Biomes are defined as the world's major communities. They are classified according to the predominant vegetation and characterized by adaptations of organisms to that particular environment. The terrestrial biomes are: Deserts: Semiarid, coastal, hot and dry Forest: tropical, temperate (deciduous), taiga Grassland: savannah, temperate grassland, steppes Tundra: arctic, alpine HMNS All About Butterflies Middle School page 1 Procedure: Students will be given a butterfly cutout with a biome name on it. They will form groups based on the biome name on their butterfly. There should be an equal number of students in each group, with a maximum of four students. Students will be playing the role of a Lepidoptera (scientist who studies butterflies and moths). Their job is to learn about the sustainability of the butterfly in their assigned biome. They will be studying the biotic and abiotic features and the impact of human interaction on their biome. Students can make a chart in their notebooks to collect notes (See appendix A-1). Small groups will present their findings to the class. As groups share, the rest of the class should be filling in the above information for each biome. (Note taking through jigsaw) Possible biome resource: http://www.worldbiomes.com/ HMNS All About Butterflies Middle School page 2 Post-Show Enrichment Activities Activity One: Interdependence (Symbiotic Relationships) 1. Introduce the terms: symbiotic relationship, commensalism, mutualism, and parasitic. Post an anchor chart with the definitions. o Symbiotic relationship - when two different species are dependent on each other for survival. One or both of the species benefit from the relationship. There are three main types of symbiotic relationships: commensalism, mutualism, and parasitic. o Commensalism - one organism benefits, the other remains neutral o Mutualism - both organisms benefit o Parasitic - one organism benefits, the other is harmed 2. Students will discuss the three examples below in small groups. They will identify the type of relationship each one illustrates and give an explanation. o Monarch butterflies contain cardiac glycosides, which are poisonous to vertebrates, so frogs and other vertebrates that prey on butterflies do not eat the Monarch butterfly. However, the Viceroy butterfly does not contain cardiac glycosides. The Viceroy mimics the Monarch butterfly, due to which it manages to escape the prey. (Commensalism) o The monarch butterfly gets nectar from a flower. As it drinks the nectar, pollen from the flower rubs off on its wings. When the monarch lands on another flower, the pollen rubs off and fertilizes the second flower. (Mutualism) o Braconid wasps lay their eggs on Monarch butterfly caterpillars. The larvae hatch and feed on the caterpillar. (Parasitic) 3. Discuss as a class. 4. Play charades. Write the example situations below on cards. Give each group one of the situation cards. Groups will act out their card while the rest of the class tries to guess what the organisms are and the type of relationship exemplified. Examples: The clownfish shelters among the tentacles of the sea anemone, and the sea anemone is not affected. Humans drink milk from a cow without hurting the cow. Humans eat eggs from a chicken without hurting the chicken. HMNS All About Butterflies Middle School page 3 A crocodile needs a plover bird to clean his teeth. The plover bird gets a meal by cleaning the crocodile’s teeth. Mosquitoes drink blood from a human. Fleas drink the blood of a dog. Humans breathe in oxygen and breathe out carbon dioxide. Plants give off oxygen and take in carbon dioxide. Fruit provides nutrition for a bird and in return the bird disperses the seeds of the plant as the fruit, loaded with seeds passes through the bird’s digestive system. Activity Two: Pesticides in the Food Chain 1. Show students a pesticide. Make a copy of the label and discuss the ingredients. Explain what it is and why it is used. 2. Read Peregrine Falcon: Dive, Dive, Dive! Blink of an Eye: Superfast Animals by Natalie Lunis. This is a picture book which tells the story of DDT (abiotic) and the Peregrine Falcon (biotic). If you do not have this book, you can explain to your students the plight of the Peregrine using the information in appendix A-2. 3. Students will create a food chain that has both a butterfly and a Peregrine falcon in it. The Peregrine falcon typically eats small birds. They will write an explanation describing what happens when pesticides enter the food chain. Activity Three: Pesticide Experiment Students will experiment with the effects of pesticides. You will need food coloring, distilled water, and 4 clear jars. 1. In a clear jar add 1 ml of food coloring to 999 ml of distilled water or clear tap water. This solution will be one part per thousand. Can you still see the red color? Compare the colored water to a second jar of 999 ml of distilled water without food coloring. 2. In the second jar, place 1 ml of the 1 part per thousand solution into the 999 ml of clear distilled water. Ask the students if they can still see a hint of red coloring? This is 1 part per million (ppm). Compare this to a third jar with 999 ml of clear distilled water. 3. Now take 1 ml of the 1-ppm solution and add it to the third jar of 999 ml distilled water. This is 1 part per billion (ppb). 4. Place this mixture and a fourth jar of 999 ml clear distilled water both side-by-side against a white background. Can you still see color? Are any of the red color molecules still present HMNS All About Butterflies Middle School page 4 in the 1-ppb mixture? At what dilution would you expect to be unable to detect any red coloring? Does that mean that no red color molecules exist in that mixture? 5. What is meant by the term “unable to be detected” or “below detection limit”? Activity Four: Dichotomous Key 1. Explain what a dichotomous key is and for what it is used. Give each group examples to look at. You can find many examples on the Internet. (See appendix A-3) 2. Students assemble into groups of 2-4. Each group needs 5 pictures of native butterflies. (You will need 10 pictures total. Alternate groups should not have the same 5 pictures.) These should be correctly identified and labeled using sticky notes. 3. Students will then create their own dichotomous keys on a sheet of paper or lab notebook for their 5 butterflies. 4. Students will remove the sticky notes. They will exchange dichotomous keys, pictures and removed sticky labels with a group that has different butterflies than them. Groups will use the dichotomous keys to identify the new set of butterflies. Once they have identified each butterfly, they should put the correct sticky note back on top. 5. Exchange back and correct. HMNS All About Butterflies Middle School page 5 Appendix A-1 Biome: Climate Soil Vegetation Animals Butterflies Effects of Human Interaction Butterfly Prognosis Solutions for Sustainability HMNS All About Butterflies Middle School page 6 A-2 Peregrine Falcons and DDT For much of the 20th century, peregrine falcons were at risk of being extirpated (locally extinct) in the U.S. and Canada. Falcons were dying off and breeding pairs were unsuccessful. What was happening to the peregrine falcons? The cause of the peregrine falcon disappearance was pesticides, specifically DDT. In the middle of the century, DDT was sprayed on farmland and the chemical made its way into the food chain. Peregrine falcons are top predators and thus absorbed large amounts of DDT from their prey like fish and other birds. DDT poisons adult falcons and also causes thinning of their egg shells, preventing the offspring from developing. Not only do the adults die, but their offspring cannot develop in the egg. Since the banning of DDT in the 1970’s, peregrine falcons have steadily increased to the level that they are no longer on the Endangered Species List. Source: National Wildlife Federation A-3 Graphic Source: Pearson HMNS All About Butterflies Middle School page 7 .
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